| Measurable Outcome (SMART Goal) |
Professional Development |
Budget |
Monitoring |
Results
(End of Year) |
| By May 2026, students with disabilities will increase ELA proficiency from 54% to 56%. |
Science of Reading, Professional Learning Communities |
$0.00
|
Area of Focus will be monitored through quarterly Data Chats, Rti Meetings, IEP meetings, iReady Diagnostics, iReady Growth monitoring, and Benchmark Advance Weekly and Unit assessments. Creating report groups on iReady will allow us to focus on the progress of this student subgroup |
|
Evidence-based Interventions/Strategies |
| Evidence-based Intervention/Strategy 1 |
Teachers will utilize explicit, direct instruction methods that include modeling, guided practice, and checks for understanding. |
| Person(s) Responsible |
Classroom Teachers, Literacy Coach, administration |
| Deadline |
5/29/2026
|
| Evidence-based Intervention/Strategy 2 |
Teachers will use scaffolding strategies during instruction—such as pre-teaching vocabulary, using sentence stems, and structured supports—with the goal of increasing student independence over time. |
| Person(s) Responsible |
Classroom Teachers, Literacy Coach, administration |
| Deadline |
5/29/2026
|
| Evidence-based Intervention/Strategy 3 |
Data Driven Targeted Instruction - ELA instruction is based on BEST Standards and driven by student data. Teachers will adjust instruction based on results from Benchmark weekly assessments, iReady diagnostic and growth monitoring, Cool Tool screeners and the Renaissance Class Mastery Report. Teachers will analyze assessments and identify areas to reteach or remediate. |
| Person(s) Responsible |
Classroom teachers, literacy coach, administration |
| Deadline |
5/29/2026
|
|
Mid-Year Reflection |
| Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? |
No
|
| Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges. |
| During the Fall semester, the instructional leadership team identified implementation challenges related to pacing, instructional time, and alignment across literacy and mathematics interventions, including SPIRE, UFLI, Fundations, Wilson, Reading Mastery, Reading Horizons, and TouchMath. In literacy, SPIRE and UFLI assessments and lesson structures at times outpaced students’ opportunities to practice and generalize skills, while Fundations lacked sufficient aligned grade-level texts to support transfer. Reading Horizons presented challenges with flexible student entry points, and the intensive pacing of Wilson limited measurable short-term progress. In Reading Mastery, comprehension demands required stronger alignment to state assessment rigor. In mathematics, students using TouchMath demonstrated difficulty independently generalizing strategies beyond intervention settings. In response, the leadership team adjusted pacing expectations, refined intervention groupings, prioritized essential skills, supplemented materials to increase rigor and authenticity, and provided targeted professional learning to strengthen fidelity and skill transfer. |
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? |
| The instructional leadership team identified strengths and areas for growth across evidence-based interventions. In literacy, SPIRE assessments sometimes introduced skills before sufficient practice occurred, while UFLI’s Day 2 lessons were difficult to complete within instructional time and required greater emphasis on multisyllabic word work. Reading Horizons’ marking system and limited flexibility in entry points created challenges for effective student grouping. Wilson’s intensive instruction remained a strength, though its slow pacing limited short-term progress monitoring. Reading Mastery required increased rigor in comprehension questions, and Fundations lacked aligned grade-level texts to support transfer to authentic reading. In mathematics, TouchMath supported foundational skill development but students struggled to generalize strategies independently beyond intervention settings. |
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. |
| To address these challenges, the school adjusted instructional pacing, strengthened collaboration between general education, intervention and ESE teachers and refined lesson expectations to prioritize high impact standards. Targeted professional development and coaching were provided to improve fidelity and alignment, and instructional planning was revised to ensure students receive adequate practice before assessment. These changes are expected to support improved student outcomes moving forward. |
| Additional Reflections (optional): Please add any additional reflections for this Area of Focus. |
| n/a |
| Measurable Outcome (SMART Goal) |
Professional Development |
Budget |
Monitoring |
Results
(End of Year) |
| By May 2026, the number of students scoring proficiency or higher on the NGSSS Science assessment will increase from 75% to 77%. |
Teachers will participate in professional development on implementation of Discovery Science and analyzing data in Progress Learning. |
$0.00
|
Area of Focus will be monitored through District Science Assessments |
|
Evidence-based Interventions/Strategies |
| Evidence-based Intervention/Strategy 1 |
Hands-on or digital lab activities that let students investigate the benchmark concept. |
| Person(s) Responsible |
Classroom Teachers, Literacy Coach |
| Deadline |
5/29/2026
|
| Evidence-based Intervention/Strategy 2 |
Students maintain interactive science notebooks to track vocabulary, diagrams, lab notes, and written explanations. |
| Person(s) Responsible |
Classroom Teachers, Literacy Coach, administration |
| Deadline |
5/29/2026
|
| Evidence-based Intervention/Strategy 3 |
Weekly Spiral Review and Cumulative Practice Include cumulative practice questions weekly, mixing old and new content, to promote long-term retention. |
| Person(s) Responsible |
Classroom teachers, literacy coach, administration, ESE Support facilitators |
| Deadline |
5/29/2026
|
|
Mid-Year Reflection |
| Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? |
Yes
|
| Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges. |
| Discovery Education, a new curriculum, was introduced this school year. One of the challenges is utilizing a curriculum that is unfamiliar to the staff. The teachers have collaborated during the planning process on using the curriculum and identifying additional resources that could be used to increase student understanding of the standards. On the MOY part 1 assessment, 71% of the students were predicted to score a level 3 or higher. Our goal is to have 77% proficient on the science assessment. |
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? |
| As students have been completing the micro-assessments on Performance Matters, the teachers have been identifying the standards students need additional support with. Additional emphasis on those standards have taken place either through the science lab or during small group support. Hands-on opportunities to address the standards have been implemented in class and in the science lab. |
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. |
| Students recently took the midyear assessment. Based on that data, a greater emphasis is needed on the fair game standards. Our science lab teacher has worked collaboratively with the fifth grade teachers on addressing those standards in a hands-on approach. Admin will have the students participate in a science bowl focusing on those standards and any standards that students are showing deficient in on the MOY part 1 or 2 before the assessment. |
| Measurable Outcome (SMART Goal) |
Professional Development |
Budget |
Monitoring |
Results
(End of Year) |
| By May 2026, Students in grades 3-5 will increase math learning gains from 76% to 78%. |
Professional Development on manipulatives, instruction driven by data, critical content areas in math and implementation of iReady Magnet lessons. |
$0.00
|
Area of Focus will be monitored through quarterly Data Chats, Rti Meetings, IEP meetings, iReady Diagnostics, iReady Growth monitoring, and Topic assessments. |
|
Evidence-based Interventions/Strategies |
| Evidence-based Intervention/Strategy 1 |
What I Need Time (WIN) is scheduled school wide as a blocked time for teachers to provide needed support to targeted students. During this time students receive Tier 2 or Tier 3 interventions or Tier 1 support. |
| Person(s) Responsible |
Classroom Teachers, Literacy Coach, administration |
| Deadline |
5/29/2026
|
| Evidence-based Intervention/Strategy 2 |
Tier 1 Small Group Instruction - All students will receive Tier 1 small group instruction using Savvas and standard based supplemental materials. Small group instruction will be fluid and flexible focusing on the needed domain areas of algebraic thinking, number sense and operations, measurement and geometric reasoning. |
| Person(s) Responsible |
Classroom Teachers, ESE Support facilitators |
| Deadline |
5/29/2026
|
| Evidence-based Intervention/Strategy 3 |
Data Driven Targeted Instruction - Math instruction is based on BEST Standards and driven by student data. Teachers will adjust instruction based on results from Savvas Topic assessments, iReady diagnostic and growth monitoring and Savvas quick checks. Teachers will analyze assessments and identify areas to reteach or remediate. |
| Person(s) Responsible |
Classroom teachers, literacy coach, administration |
| Deadline |
5/29/2026
|
|
Mid-Year Reflection |
| Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? |
Yes
|
| Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges. |
| An updated pacing calendar was introduced for math this year. Students were also introduced to Performance Matters, a new testing platform which was unfamiliar in math. The teachers collaborate on analyzing data to ensure each math topic is planned accordingly based on what students need. Teachers have been using the BIG - M resource to identify the depth of each math standard within each topic and select instructional items that will reflect the assessment questions. |
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? |
| As students completed the Topic Assessments on Performance Matters, the teachers have been identifying the standards students need additional support with through the comparative results report. Additional emphasis on those standards have taken place during spiraling of the standards, small group instruction and/or centers. Teachers use data from Show What you know to plan for the upcoming topic. Teachers have also identified students that need to still make a learning gain as well as calculated the number of points needed. Student goal setting conferences are being completed with the leadership team. |
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. |
| Teachers recently reviewed all standards assessed through Performance Matters and the comparative results report at the student level. We also reviewed all PM 2 assessment data. Based on that data, standards that are not proficient and have already been taught are being reviewed in PLC and team meetings to identify resources that can be used to reteach and/or remediate. Instructional coach will support teams in implementing Problem of the Day and the use of released test for instruction. Math Enriched learning Opportunities will be available to selected students for Grades 4 and 5 focusing on our lowest quartile students who have not yet made a learning gain. |
| Measurable Outcome (SMART Goal) |
Professional Development |
Budget |
Monitoring |
Results
(End of Year) |
| By May of 2026, the number of 3rd grade students meeting proficiency on the ELA FAST assessment will increase from 77% to 79%. |
Science of Reading, Professional Learning Communities |
$0.00
|
Area of Focus will be monitored through quarterly Data Chats, Rti Meetings, IEP meetings, iReady Diagnostics, iReady Growth monitoring, and Benchmark Advance Weekly and Unit assessments. |
|
Evidence-based Interventions/Strategies |
| Evidence-based Intervention/Strategy 1 |
What I Need Time (WIN) is scheduled school wide as a blocked time for teachers to provide needed support to targeted students. During this time students receive Tier 2 or Tier 3 interventions or Tier 1 support. |
| Person(s) Responsible |
Classroom Teachers, Literacy Coach, administration |
| Deadline |
5/29/2026
|
| Evidence-based Intervention/Strategy 2 |
Tier 1 Small Group Instruction - All students will receive Tier 1 small group instruction using Benchmark Advanced and standard base supplemental materials. Small group instruction will be fluid and flexible focusing on the domain areas of reading to include phonemic awareness, phonics, vocabulary, fluency and comprehension. |
| Person(s) Responsible |
Classroom Teachers, Literacy Coach, administration |
| Deadline |
5/29/2026
|
| Evidence-based Intervention/Strategy 3 |
Data Driven Targeted Instruction - ELA instruction is based on BEST Standards and driven by student data. Teachers will adjust instruction based on results from Benchmark weekly assessments, iReady diagnostic and growth monitoring. Teachers will analyze assessments and identify areas to reteach or remediate. |
| Person(s) Responsible |
Classroom teachers, literacy coach, administration |
| Deadline |
5/29/2026
|
|
Mid-Year Reflection |
| Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? |
No
|
| Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges. |
| After analyzing PM 3 data from the previous year and PM 1 data, we realized that our students needed additional support in phonics as they were entering third grade. Based on that information, we identified those students and created phonics intervention groups to target their deficiencies as well as introduced a first and second grade UFLI Tier 1 instruction implementation to strengthen the students coming into 3rd grade. |
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? |
| The phonics interventions have proven to be succesful. 81% of the students scored in the green zone compared to 66% in PM 1. After analyzing PM 2 data, some of the students' gaps had been addressed with the intervetions and there was a shift to a different intervention if needed. In addition to phonics interventions, we also had comprehension interventions in place. 71% of the students scored in the green zone on PM2 compared to 47 on PM1. Additionally, during PLCs, teachers are collaborating on student performance using Performance Matters which allows us to review how students have performed on individual standards and collaborate on best practices. |
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. |
| After analyzing PM 2 data, we restructured our WIN groups and have identified additional push-in groups to provide additional support to our students. Select students have been invited to our Extended Learning Opportunity camps after school to provide them with additional support. Based on iReady predicted projection, if our students meet typical growth, 65% of them wlil meet proficiency. Last year's 3rd graders scored 77% proficiency and our goal is 79% for this school year. Although there is concern that we may not meet our goal, we are diligently working on continuous targed instruction and small group interventions to meet the needs of our students. |
| Additional Reflections (optional): Please add any additional reflections for this Area of Focus. |
| n/a |